My friend

Unit 3.My family Lesson 3. My friend

School:

Date:

Surname /name of the teacher:

Group:

Number of attendees:

Number of absent learners:

Aims of the lesson:

• 0.L1 begin to recognize simple short instructions for the basic classroom routines spoken slowly and distinctly.

• 0.L2 begin to recognize with the considerable support a few basic personal questions spoken slowly and distinctly.

0.L3 begin to recognize with the considerable support simple greetings. 0.L4 begin to recognize basic intonation distinguishing questions from the statements.

0.S1 begin to make the basic personal statements.

0.S3 pronounce the basic words and expressions with some mistakes. 0.S4 respond to the very basic supported personal questions using short answers.

0.S5 begin to produce words in response to the prompts.

Objectives of the lesson

The learners will be able to:

• recognize with the considerable support simple greetings.

• recognize simple short instructions for the basic classroom routine spoken slowly and distinctly.

• recognize with the considerable support the basic personal questions

What’s your name? How are you? spoken slowly and distinctly.

• make the basic personal statements.

• pronounce the basic words and expressions with some mistakes.

• respond to the very basic supported personal questions using short answers.

• begin to produce the words in response to the prompts.

The majority of the learners will be able to:

• recognize and exchange simple greetings.

• recognize simple short instructions for the basic classroom routine spoken distinctly.

• recognize the basic intonation distinguishing questions from the statements.

• make basic personal statements.

• pronounce the topic words and expressions with few mistakes.

• respond to the basic supported personal questions What’s your name? How are you? using short and full answers.

• begin to produce the words in response to prompts.

Some of the learners will be able to:

• pronounce the topic words and expressions without mistakes.

• respond to the basic supported personal questions using short and full answers.

Background knowledge

This is the third lesson of the third unit and the students continue to learn the family words.

Plan

Scheduled time

Scheduled activity

Resources

Beginning

Warm up:

of the lesson

Start the class by greeting the children and practise

greeting forms by singing “The Hello Song” (Track 3).

5 minutes

After that introduce the objectives and topic of the

lesson.

For drills in pronunciation of the sounds [ð], [s], [θ], [h]

play the following tongue-twisters:

[ð]

This and that,

This and that,

that and this and this.

[s]

I saw his six sisters singing at six.

[θ]

Three thin panthers in the bathroom.

[h]

Hello, happy Harry, how are you?

Main part of the lesson

Exercise 1.Listen and learn.

Play the audio and ask the students to follow the pictures. Ask the students if they can guess the meaning of the question, How are you? and the response I’m fine, thank you. Elicit the students’ answers. Introduce

them the word here by miming or by giving the

opposite there. E.g.: Dana, come here, please. Timur,

please, sit down there.

15 minutes

Play the audio once again and make the students repeat

following the words in the pictures.

Track 22.

Slowy: Hi, this is my friend.

Foxy: What’s your name? –

Daisy: I’m Daisy.

Wolfy: How are you Daisy?

Daisy: I’m fine, thank you.

Slowy: Daisy, sit down here.

10 minutes

Daisy: Thank you, Slowy.

Exercise 2. Listen to your teacher, repeat and say.

Draw the students’ attention to the pictures. Say the

phrases slowly and distinctly.

Teacher: This is my friend, Wolfy.

This is my friend, Daisy.

The encourage them to complete the pictures 3 and 4.

The students’ answers:

This is my friend, Digger. This is my friend, Slowy.

Dynamic pause

Here is the bee hive, (Make a fist, with your thumb

enclosed).

Where are the bees? (Shrug shoulders).

Hidden away where nobody sees. (Place the other hand

over the “hive” as if to hide it).

Watch and you’ll see them come out of the hive.

(Closely watch the “hive”).

One, two, three, four, five. (One finger, beginning with

the thumb, comes out on each count).

“Buzz-z-z-z-z-z” (Flutter fingers and fly away).

Exercise 3. Pairwork. Act out the dialogue.

Explain the task to the children. Organize pairwork. By

this time, the children should already be able to have

and maintain the dialogue. Give them some time for the

preparation and after that ask a few pairs to roleplay the

dialogue in front of the whole class. Pay the children’s

attention to the intonation.

Activity book

Exercise 1. Draw your friend and speak about him/her.

Suggest the children drawing their friends and then

present their work to the class. Encourage the children

to use not just the names and age but also a physical

description (tall/not tall)

Check students’ answers.

Exercise 2. Listen to your teacher and put the right sticker in the box.

Instruct the children to listen to the information and then put the relevant sticker in the correct place.

Teacher:

1. Hello, how are you, Digger?

- I’m fine, thank you.

2. Hello, how are you, Slowy?

- I’m fine, thank you.

3. Hello, how are you, Foxy?

- I’m fine, thank you.

4. Hello, how are you, Daisy?

-I’m fine, thank you.

End of the lesson

5 minutes

End of the lesson:

At the end of the lesson ask the learners to summarize their activity. Elicit their answers via supportive questions: e.g.:

What new words and phrases did we learn today? Which word/words do we say when we see each other? How do we introduce our friends?

Then encourage them to say all the words in chorus, you can say the words in Kazakh/Russian and they will give the English equivalents or show the flashcards and name the pictures.

Keep encouraging the young learners for any success during the class/ whole course to make them feel more comfortable, confident and motivated to acquire the language.